The purpose of this convergent mixed methods research study was to determine if teacher instructional practices implemented after receiving job-embedded professional development through instructional coaching impact student reading achievement scores in an urban elementary school setting in which the school district faces the impact of poverty. In addition, this study explored teacher perceptions of the socio-economic impact on their students' acquisition of reading skills and how they teach reading as a result. The problem this study examined is reading scores in the United States have declined since 1998 (NAEP, 2018). However, teachers can begin to change their instructional strategies in the classroom by leveraging instructional coaches. Six teachers and approximately 125 students in third and fourth grades participated. These participants were representative of the diversity of the enrollment of all six grade levels at the school. Quantitative data was analyzed from pre- and post-assessment STAR reading GLE assessments to measure students' levels in reading. Paired-sample t-tests were also run for each demographic group to determine significance: gender, special education, limited English proficient, and Black vs. Non-Black. Qualitative data were collected through an open-ended survey from teachers. They provided feedback on their perception of the impact of socioeconomic status on their students' acquisition of reading skills and how they teach reading as a result. No statistical difference in student scores showed that teacher professional development in reading had an impact on student reading scores. Implications and recommendations included teacher professional development in reading strategies, strategies for teaching students in low socioeconomic situations, including how trauma is related in many of these situations and can affect student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]